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(This pathway component is currently available to read on the page below and will be available for download by: March 31st 2026)
How Our Toddler Curriculum Works (18–36 Months)
A professional guidance document explaining how curriculum intent, implementation and impact operate in toddler rooms.
Purpose of This Document
This document explains how our toddler curriculum operates in practice.
It is designed to support:
practitioner understanding and confidence
leadership oversight and consistency
clear articulation of curriculum intent, implementation and impact
inspection conversations that accurately reflect developmentally appropriate toddler practice
This is not a timetable, scheme of work or list of expected outcomes. It explains the mechanics of how learning is supported for toddlers aged 18–36 months within the EYFS framework.
Our Starting Point: How Toddlers Learn
Our toddler curriculum is built on the understanding that toddlers learn through:
movement and physical exploration
repetition and revisiting experiences
sensory engagement
strong emotional relationships
self-chosen, self-directed play
Learning at this stage is:
non-linear
uneven across areas of development
deeply individual
Progress is seen in growing confidence, communication, emotional regulation and sustained engagement — not in completed activities or recorded predefined outcomes.
What We Mean by “Curriculum” in Toddler Rooms
In our toddler rooms, the curriculum is not a set of activities.
Instead, our curriculum is made up of:
adult understanding of child development
carefully designed continuous provision
responsive adult interactions
observation-led decision making
environments that invite exploration and repetition
Curriculum intent lives primarily with the adults, not the children.
Curriculum Intent: Adult Understanding, Not Child Targets
Our curriculum intent:
guides how environments are designed
informs the resources we provide
shapes adult interactions and language modelling
supports practitioner awareness of progression over time
Our curriculum intent does not:
set targets for individual children
expect all children to access the same experiences
dictate daily plans or group activities
replace child-led exploration
Intent provides direction for adults while protecting toddlers’ right to learn at their own pace.
Implementation: How the Curriculum Is Lived Day to Day
1. Continuous Provision as the Core
Continuous provision is the primary vehicle for learning in toddler rooms.
Our environments:
are sensory-rich and open-ended
remain available over time
support schematic play
allow children to revisit experiences repeatedly
Areas are not rotated to create novelty for adults, but adapted thoughtfully in response to observation.
2. Schemas as a Driver of Learning
Schemas underpin how toddlers explore ideas such as movement, space, connection and cause-and-effect.
In practice this means:
adults observe and identify schematic behaviour
environments are adapted to support these patterns
planning responds to schemas rather than replacing them
Schemas are viewed as developmental pathways, not behaviours to redirect or outgrow.
3. Observation-Led, In-the-Moment Planning
Planning in toddler rooms is:
flexible
responsive
rooted in what children are already doing
Adults:
observe before intervening
respond through language, modelling or resource enhancement
extend learning in the moment when appropriate
Written planning supports reflection and consistency but does not drive daily practice.
4. Adult Interaction and Teaching
Teaching in toddler rooms happens primarily through interaction.
Adults:
prioritise emotional security and co-regulation
narrate actions and play
repeat key vocabulary
follow children’s lead
model curiosity and problem-solving
Adult-led experiences are brief, optional and playful, and never interrupt deep engagement.
There is no expectation of formal group teaching.
Projects and Themes: Context, Not Content
Projects and themes provide:
shared language and experiences
a loose context for resource choices
opportunities for connection and belonging
They do not:
replace child-led play
require all children to participate
dictate daily activities
Projects flex and evolve based on children’s interests, schemas and engagement.
Progression: Supporting Development Over Time
Progression in the toddler curriculum:
is understood by adults, not imposed on children
supports professional judgement
informs provision and interaction choices
Progress is recognised through changes in:
engagement
independence
communication
emotional regulation
play complexity
Children are not expected to demonstrate progression in fixed timeframes.
Assessment: Understanding, Not Judging
Assessment in toddler rooms is:
narrative
observational
focused on wellbeing and involvement
It is used to:
understand individual children
support next interactions
adapt environments
inform conversations with families
It is not used to:
compare children
evidence curriculum coverage
generate data-driven targets
Inclusion and SEND
Our curriculum assumes competence in every child.
In practice:
environments are adapted before expecting children to adapt
communication and regulation are prioritised
early support is relational and preventative
families are key partners
Support is embedded into everyday practice, not delivered as a separate curriculum.
Impact: What High-Quality Toddler Practice Looks Like
The impact of our toddler curriculum is seen when children:
feel safe and emotionally secure
engage deeply in play
communicate in a range of ways
explore with confidence
show growing independence
These foundations support a smooth, developmentally appropriate transition into Preschool.
Summary
Our toddler curriculum works because:
relationships come first
play is the curriculum
repetition is respected as learning
adults follow, support and extend
environments do the heavy lifting
This approach aligns fully with the EYFS statutory framework and Development Matters guidance, while protecting what matters most in toddlerhood: time, trust and responsive care.
Document Updated: January 2026
Download Document Here:
(This pathway component is currently available to read on the page above and will be available for download by: March 31st 2026)
Recommended next read Selection
Additional Documents | Professional Membership Contents (Toddlers 18-36 months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.
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👉 This section prevents over-planning and aligns practice.
Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]
Toddler Curriculum Overview & Rationale[Free Orienting Sample]
Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)
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👉 Adult understanding, not child targets.
Progression across 6-month bands (18–24 | 24–30 | 30–36 months)
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👉 Observation is the driver of planning.
Communication & Language
PSED
Physical Development
Maths Seeds
Characteristics of Effective Learning
Behaviour & Emotional Regulation
Schema Observation & Analysis
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👉 The environment does the teaching.
Universal Continuous Provision
Continuous Provision Setup Guides | Toddler Room
Small World
Messy / Wet Play
Dry Sensory & Loose Parts
Construction
Role Play / Home Corner
Mark Making
Book Area / Reading Nook
Music & Sound
Outdoor
Continuous Provision Maps (18–36 Months)
C&L
PSED
PD
Maths Seeds
Literacy Seeds
UW
EAD
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👉 Movement, regulation and sensory experience.
Outdoor Continuous Provision Pack
Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)
Seasonal Adjustments Planner
Outdoor Risk–Benefit Assessment Template + examples
Nature-Based Learning & Schema Guide
Outdoor Mark Making & Literacy Opportunities Sheet
Outdoor Maths Seeds Sheet
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👉 Projects are optional contexts, not directives.
How Projects Work in Toddler Rooms (Guidance)
Project/Theme Planners:
12 × Main Project Planners (3–4 Weeks)
8 × Mini-Project Planners (1 Week)
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👉 Invitations, provocations and shared experiences.
Supports Child-led learning and responsive provision
Area of Learning Progression Maps & Adult Focus Sessions
(Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)
Supports intentional teaching, vocabulary development and staff confidence
Understanding the World – Experience Progression Pack
Expressive Arts & Design – Creative Media & Expression Toolkit
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👉 Proportionate, meaningful assessment.
Report Template
Practitioner Guidance
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👉 Early identification, gentle support.
SEND Inclusion Strategy Pack (18–36 Months)
Practical SEND & inclusion strategies for toddlers aged 18–36 months
Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour
Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach
Inclusive, diagnosis-free guidance ready to use in everyday practice
Ideal for observations, provision planning, team use and Ofsted evidence
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👉 Strong partnerships, realistic expectations.
Transition
Home–Setting Communication
Parent Information Pages
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.
Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.
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